Joy Marie Prior
The Threefold Cord: Marital Commitment in Religious Couples
SFL 290 Critical Inquiry and Research Meth
Section 001
Lambert, Nathaniel M
Article Evaluations DUE __________August 2 2011____________
Introduction
The article clearly stated that the purpose of the study was to further explore the influence religion has on marital commitment level- namely the “sanctification of marriage” a term coined by Mahoney and his study team in the late 90’s. This study is important because it addresses current social issues- namely the article mentions the high rate of divorce in the United States.
Although the review of literature did relate to the study’s purpose not all of the publications were within 10 years of the article being published. The studies mentioned explored other articles that relate religiosity to the reducing the risk of divorce and marital commitment.
The research hypotheses were not stated clearly, possibly because this was a qualitative research. Although I understood from the review of the literature roughly how the researchers approached the research question there was not a clearly stated hypothesis. This would have been difficult because there are no numerical values or statistics that could have been used to form a hypothesis. The study did clarify that it was focusing on religiosity and marital commitment at a dyadic level.
Methods
The sampling method was done by recommendation from members of various religious denominations. They interviewed 57 married couples (57 husbands and 57 wives) who their religious leaders considered especially involved in within their Christian, Jewish, and Islamic communities. They were interviewed in New England and Northern California, and I assume that the couples are from those areas.
There were 57 couples- 57 husbands and 57 wives interviewed. This was a large enough sample to collect conceptual saturation in the data.
The sampling population was over 80% Caucasian but on average all of the couples were considered well educated and able to contribute an average of 7% of their income to religious causes. The average couple had been married for 21 years and attended religious services on average once a week, although the article did not specify if the couple would consider themselves highly religious their entire marriage. They ranged from different sects of religion, but the most of them classified as Christian. The sample was adequate described so that I could imagine generally who was interviewed.
If I know all of the specific questions I could conduct the study. They explained the process of forming the questions, modifying the questions, and clarifying the questions well. I would have liked to know a little about the interview- were they of the same religious back ground as the participant they were interviewing or not. This also relates to me wondering if the questions were subjective and could be considered cross religious, or if the questions used phrases and words that catered to specific religious denominations.
The independent and dependent variables were not specified, but the study mentioned how during the review of the interview the research team made subgroups and also themed the common elements of the interviews into classifications. These themes were collected and organized in an attempt to support one another and the author’s claims.
The measurements of the independent and dependent variables were the people organizing the themes and common elements in the recorded interviews. I don’t know exactly how the information was organized, but after reading the article I learned that the information was reviewed and some of the themes were cut from the study because they lacked support. So, much of it was objective but I don’t really know how else this type of information could be described unless there was the research team chose to use a software that counted the number of words such as “commitment”, “covenant”, and “religion” were said in the interview.
Results & Discussion
The results pointed to the idea that the core concept that by including God in a marriage the stability and marital commitment are enhanced. This was supported by the three specified themes mentioned in the paper and the various subgroups. There were specific quotes from the participants used to support the themes and subgroups. While I read the article I was a little taken back, because many of the scripture used to articulate the themes were common Christian scriptures. I counted two quotes from the ones interviewed of the Jewish faith and did not see any from the Muslim religion mentioned. There were numeral quotes from the interviewed participants who were of a Christian denomination though, and this lead me to wonder if the study was measuring if religion in general has a relationship with marital commitment or if the study was truly measuring if Christianity has a relationship to marital commitment.
I personally enjoyed reading the study, and found it meaningful. This research generates a plethora of new hypotheses, but I do not believe that the study could be generalized to religion as a whole and marital commitment because of I believe the study has an overwhelming domination of Christian views taken in the study by the author, possibly interview questions, and sample. This weakens the strength of the study to me.
Thursday, July 28, 2011
Tuesday, July 26, 2011
Rel assignment #10
Joy Marie Prior
Religion C 261 – Sister Kelly Summers
Assignment #10 - One Page Biographical Sketch for your Ancestor – 40 pts
Write a 1 page biographical sketch of your ancestor. Sources you may use include interviews, diaries, newspaper clippings, county histories, etc. A photo may be attached to your completed biography. You may summarize something you know about your ancestor.
Do not “copy” what others have written. Write the experience in your own words possibly quoting words of your ancestor. The motivation of this paper is to help a family member make a connection with your ancestor.
If you do not have access to actual information left by your ancestor you will need to rely on information from the locality assignment and maybe a county history to write your biographical sketch.
I hope this project is just the beginning of a much larger ancestor book.
Carl A. Carlquist
He was born in Sweden in 1857. His mother never told him who his father was, but let it be assumed that it was a man she had once been engaged to named Carl. Although his mother did eventually marry her husband died living her a penniless. During the cold winter months of his Childhood Carl would put together small match boxes, but often he went to bed hungry. Later in his mature life he formed a relationship with Carl, and his supposed half siblings. His mother was a maid in a high society retreat. Once someone gave him a free postcard with the picture of the prince of Sweden on it because they had mistaken him as the Prince of Sweden. He did not want to embrace the individual so he accepted it graciously.
His childhood seems disheveled and he believes that it showed in his appearance. On his first mission to the church a women welcomed her into his house and told him that he should stand against a door frame each day to help straighten his back. She also told him that he should speak with marbles in his mouth to help him learn to articulate. Later while serving his third mission for the Church of Jesus Christ of Latter Day Saints Carl gave over 50% of the sermons in his district. Many unsettled Swedes wanted to banish the Mormon missionaries from Sweden, and Carl was an avid speaker for the Mormons. His campaign followed behind one of the most avid anti-Swedish-Mormon campaign. He even spoke as a representative for the church to the King of Sweden.
He met Hulda, the only love of his life, while on his mission in Sweden. The rules were a little different then, and he kissed her on one of their long walks after he promised to follow her to Utah when he could and after his mission. She left for Utah shortly after and spent two years saving enough money to send to Carl so that he could immigrate to Utah and join the other members in Zion. They were married in Utah on the 3rd of September in 1877. Every night they would pray by their bedside before going to be so that they could say they never went to bed angry. She supported him while he served his missions for the church and when his businesses collapse, and he supported her when she was admitted into the Utah Insane Asylum. In their old age Hulda would lean against the fence and watch Carl walk home from work; then she would turn to her youngest daughter of her nine children and say in her thick accent, “doesn’t he look like a king?”
Carl loved to buy memorable gifts for Hulda. During a time of great economical turmoil Carl bough Hulda a dozen red roses and one white one. Later she said that at the time she wished he had spent the money on food; time made her forget how it feels to be hungry, but she has never forgotten those roses. He took out the diamond in his ring and put in a glass one so that she could have one in her ring.
Although, he was Swedish he loved the United States despite some of the discrimination he received when he first immigrated. He was actively involved in political affairs, and served in the original Scandinavian Salt Lake City Wards. One of the original gardeners of Lagoon amusement park immigrated to Utah from Sweden. Carl recommended him to the owner of Lagoon, but the man was not going to heir a Swede who did not speak English. Carl told the owner of Lagoon that although he did not speak English he spoke the language of the flowers; the man got the job. Many flea infested and lice covered immigrants stayed at the Carlquist home were Hulda poured cleaner down the bed stands and scrubbed them thoroughly; all were welcome to stay until they could support themselves.
He died on the 24 of July in 1938 in Salt Lake City. His wife died a few years later.
Religion C 261 – Sister Kelly Summers
Assignment #10 - One Page Biographical Sketch for your Ancestor – 40 pts
Write a 1 page biographical sketch of your ancestor. Sources you may use include interviews, diaries, newspaper clippings, county histories, etc. A photo may be attached to your completed biography. You may summarize something you know about your ancestor.
Do not “copy” what others have written. Write the experience in your own words possibly quoting words of your ancestor. The motivation of this paper is to help a family member make a connection with your ancestor.
If you do not have access to actual information left by your ancestor you will need to rely on information from the locality assignment and maybe a county history to write your biographical sketch.
I hope this project is just the beginning of a much larger ancestor book.
Carl A. Carlquist
He was born in Sweden in 1857. His mother never told him who his father was, but let it be assumed that it was a man she had once been engaged to named Carl. Although his mother did eventually marry her husband died living her a penniless. During the cold winter months of his Childhood Carl would put together small match boxes, but often he went to bed hungry. Later in his mature life he formed a relationship with Carl, and his supposed half siblings. His mother was a maid in a high society retreat. Once someone gave him a free postcard with the picture of the prince of Sweden on it because they had mistaken him as the Prince of Sweden. He did not want to embrace the individual so he accepted it graciously.
His childhood seems disheveled and he believes that it showed in his appearance. On his first mission to the church a women welcomed her into his house and told him that he should stand against a door frame each day to help straighten his back. She also told him that he should speak with marbles in his mouth to help him learn to articulate. Later while serving his third mission for the Church of Jesus Christ of Latter Day Saints Carl gave over 50% of the sermons in his district. Many unsettled Swedes wanted to banish the Mormon missionaries from Sweden, and Carl was an avid speaker for the Mormons. His campaign followed behind one of the most avid anti-Swedish-Mormon campaign. He even spoke as a representative for the church to the King of Sweden.
He met Hulda, the only love of his life, while on his mission in Sweden. The rules were a little different then, and he kissed her on one of their long walks after he promised to follow her to Utah when he could and after his mission. She left for Utah shortly after and spent two years saving enough money to send to Carl so that he could immigrate to Utah and join the other members in Zion. They were married in Utah on the 3rd of September in 1877. Every night they would pray by their bedside before going to be so that they could say they never went to bed angry. She supported him while he served his missions for the church and when his businesses collapse, and he supported her when she was admitted into the Utah Insane Asylum. In their old age Hulda would lean against the fence and watch Carl walk home from work; then she would turn to her youngest daughter of her nine children and say in her thick accent, “doesn’t he look like a king?”
Carl loved to buy memorable gifts for Hulda. During a time of great economical turmoil Carl bough Hulda a dozen red roses and one white one. Later she said that at the time she wished he had spent the money on food; time made her forget how it feels to be hungry, but she has never forgotten those roses. He took out the diamond in his ring and put in a glass one so that she could have one in her ring.
Although, he was Swedish he loved the United States despite some of the discrimination he received when he first immigrated. He was actively involved in political affairs, and served in the original Scandinavian Salt Lake City Wards. One of the original gardeners of Lagoon amusement park immigrated to Utah from Sweden. Carl recommended him to the owner of Lagoon, but the man was not going to heir a Swede who did not speak English. Carl told the owner of Lagoon that although he did not speak English he spoke the language of the flowers; the man got the job. Many flea infested and lice covered immigrants stayed at the Carlquist home were Hulda poured cleaner down the bed stands and scrubbed them thoroughly; all were welcome to stay until they could support themselves.
He died on the 24 of July in 1938 in Salt Lake City. His wife died a few years later.
SFL experience application
My freshman year I went to the Tribe of Many Feathers club expecting free fry bread. Instead, I was invited to join the Native American Hoop club. That night I curled up against the whitewashed wall next to my bed and watched the moon cross the sky through my broken blinds. It was the first time I had been a minority; buckets of emotions poured into my soul. I have honey blond hair, sapphire eyes, strawberry cream skin, and no one in that group looked like me at all. In those twilight hours the dawning of a new chapter of my life rose as I realized that the world is filled with people who I wanted to love but who I knew nothing about. I promised myself that I was going to go back to the dance class and I was going to learn.
After my freshman year of dancing hoop with the Tribe of Many Feathers I joined a local multicultural dance group called Remembering Our Culture. We volunteered a minimum of 10 hours a week, and I needed all the practice I could get. At first I remember wanting to cry myself to sleep because I felt so misplaced, but I knew that I wanted to be there and that helped me to want to go back. I had danced with the Native American Club for a year now, but this group was different. It was harder.
It makes me laugh when I think of how uncomfortable I felt when I first joined, because all of my dearest friends I meet while dancing. Throughout the winter semester we toured through Utah, the Navajo Reservation, New Mexico, and a at the end of the semester we went on a two week tour through Texas. Our goal was to encourage students to embrace their unique heritage and to aflame a desire for a secondary education. If it were the early 70s I could call it an Ethnography. I would have been a horrible researcher because I completely lost my objective (if I ever did have one) you could say I went “native”. I don’t see how a ethnography research could not turn native, because after working, crying, and laughing together I know I could never return to the person I used to be; I no longer think the same.
The second night of my visit to the Navajo Reservation was over a year ago and I remember warping myself in the cotton blankets and watching the shadows move across the welting wood floor as my reality crumbled. There were people who did not have the same opportunities I did: education, running water, housing, and even family. I guess I had always known that, but it was “stuff” for national geographic articles and not for the pages of my own life. On the drive home I began to rewrite my life goals. I felt driven not only to do something, but to become something. Above all I wanted to help others reach beyond what others expect them to obtain but more importantly above what they believe they are capable of.
My future goals are to apply for the Early Childhood Education program at Brigham Young University, and then I would like a Masters in possibly Special Education. A few months ago I served as a teacher assistant on the Navajo Nation. The Navajo Nation is an Indian reservation that crosses the boarders of Utah, Arizona, and New Mexico. It has it’s own system of government, but the government depends on the United States National financial aid. In one of the resource classrooms there was a single teacher for over ten students at one time. Their ages ranged from kindergarten to fifth grade; all of the students had minor to sever mental disabilities that require personal attention.
After, serving for a week the school asked me if I would like to work there as a hired teacher in the fall. I have no certificate, no official experience, but there is a constant shortage of teachers, finances, and motivation within the education system on the reservation. Although, I chose to return to Brigham Young University this fall I can not forget the black-eyed students with their long ponytails and warm chocolate skin. I am a firm believer that education is more valuable than any federal financial assistance ever could be. I want to organize opportunities for others (particularly children and adolescents) to have not only the opportunities but to have the motivation to become educated.
I feel strongly that this research project would help me to reach my goal. It is painful to know how many hundreds of minority students drop out of college because of the sudden pressure. True, the cultural differences of college are overwhelming, but from what I have observed that is not as hard as feeling like you are different. I remember one night after Christmas vacation my friend and I were coming home from a ward party. My friend turned to me, a few strands of her hair bounced off her high check bones as we walked in the slush, “I forgot that I am a minority here; I should want to be here, but I… yah know just being home for a few weeks, and I forgot what it feels like to be the minority.”
That night I made a startling self discovery. No one at our ward party was constantly thinking; she is a minority; she looks different than we do; she should not be here, but she was constantly thinking that. When I realized this I blushed at myself because I have felt this same insecurity, so often. I believe that this research project has the potential to help people who I love become more than they ever expected themselves to be. This is a research team I want to be apart of because it does not simply state the obvious-we are all different- it searches for how we can accept our differences.
After my freshman year of dancing hoop with the Tribe of Many Feathers I joined a local multicultural dance group called Remembering Our Culture. We volunteered a minimum of 10 hours a week, and I needed all the practice I could get. At first I remember wanting to cry myself to sleep because I felt so misplaced, but I knew that I wanted to be there and that helped me to want to go back. I had danced with the Native American Club for a year now, but this group was different. It was harder.
It makes me laugh when I think of how uncomfortable I felt when I first joined, because all of my dearest friends I meet while dancing. Throughout the winter semester we toured through Utah, the Navajo Reservation, New Mexico, and a at the end of the semester we went on a two week tour through Texas. Our goal was to encourage students to embrace their unique heritage and to aflame a desire for a secondary education. If it were the early 70s I could call it an Ethnography. I would have been a horrible researcher because I completely lost my objective (if I ever did have one) you could say I went “native”. I don’t see how a ethnography research could not turn native, because after working, crying, and laughing together I know I could never return to the person I used to be; I no longer think the same.
The second night of my visit to the Navajo Reservation was over a year ago and I remember warping myself in the cotton blankets and watching the shadows move across the welting wood floor as my reality crumbled. There were people who did not have the same opportunities I did: education, running water, housing, and even family. I guess I had always known that, but it was “stuff” for national geographic articles and not for the pages of my own life. On the drive home I began to rewrite my life goals. I felt driven not only to do something, but to become something. Above all I wanted to help others reach beyond what others expect them to obtain but more importantly above what they believe they are capable of.
My future goals are to apply for the Early Childhood Education program at Brigham Young University, and then I would like a Masters in possibly Special Education. A few months ago I served as a teacher assistant on the Navajo Nation. The Navajo Nation is an Indian reservation that crosses the boarders of Utah, Arizona, and New Mexico. It has it’s own system of government, but the government depends on the United States National financial aid. In one of the resource classrooms there was a single teacher for over ten students at one time. Their ages ranged from kindergarten to fifth grade; all of the students had minor to sever mental disabilities that require personal attention.
After, serving for a week the school asked me if I would like to work there as a hired teacher in the fall. I have no certificate, no official experience, but there is a constant shortage of teachers, finances, and motivation within the education system on the reservation. Although, I chose to return to Brigham Young University this fall I can not forget the black-eyed students with their long ponytails and warm chocolate skin. I am a firm believer that education is more valuable than any federal financial assistance ever could be. I want to organize opportunities for others (particularly children and adolescents) to have not only the opportunities but to have the motivation to become educated.
I feel strongly that this research project would help me to reach my goal. It is painful to know how many hundreds of minority students drop out of college because of the sudden pressure. True, the cultural differences of college are overwhelming, but from what I have observed that is not as hard as feeling like you are different. I remember one night after Christmas vacation my friend and I were coming home from a ward party. My friend turned to me, a few strands of her hair bounced off her high check bones as we walked in the slush, “I forgot that I am a minority here; I should want to be here, but I… yah know just being home for a few weeks, and I forgot what it feels like to be the minority.”
That night I made a startling self discovery. No one at our ward party was constantly thinking; she is a minority; she looks different than we do; she should not be here, but she was constantly thinking that. When I realized this I blushed at myself because I have felt this same insecurity, so often. I believe that this research project has the potential to help people who I love become more than they ever expected themselves to be. This is a research team I want to be apart of because it does not simply state the obvious-we are all different- it searches for how we can accept our differences.
SFL 290 application part 1
This past year I joined a multicultural dance group and we toured through Texas, I taught on the Navajo Reservation in both public and private school, I traveled through the Hawaiian Islands with a backpack for over two weeks living in different Latter Day Saints homes, and on Brigham Young University Campus I am an active member of the BYU Tribe of Many Feathers club (for the native American students) and take pictures for the Multicultural paper. I am Caucasian: I have blond hair, strawberry cream white skin, and sea blue eyes, but have learned to LOVE my physical differences the more that I learn and appreciate other people’s differences. I mention all of this because I enjoy talking to people, specifically people who know that they are different, but why I am so interested in this qualitative research is because the question is how do you deal with feeling different. This interreges me because instead of just talking about differences or how people treat each other because of our differences this research asks people to do something about it. I want to be apart of something that helps people to become empowered by discovering ways to positively (and negatively) handle differences.
Naturally, I am a talkative person and interviews and interviewing does not frighten me. Although I am sure that would have to learn how to do a scientific interview. I am comfortable with talking to a wide variety of people, and after class when you introduced the research topic all I could think of were people I would want to research. Both of my roommates are African American and grew up in Provo; they have some of the most interesting ways that they feel different. My best friend is Native American and grew up on the Navajo Reservation. My sister is six two, and has always felt out of place because of her height. Then I really would love to hear Emit’s life, Jennifer, Michael, Abe… I am sure that the actual research project would be organized and I could not just have a party with all of my friends, but that makes me all the more excited to be apart of the research. I want to know how other people handle their insecurities and what makes people feel different.
This research not only interests me, but I feel that I would be a positive and strong contributor to the research team. I would be willing to learn how to interview, enter in data, edit, because I want to learn and discover with a group of people who are interested in similar topics that I am. I believe that this would be the opportunity not only to learn more personally but to be apart of a team and group of people learning and growing together.
Naturally, I am a talkative person and interviews and interviewing does not frighten me. Although I am sure that would have to learn how to do a scientific interview. I am comfortable with talking to a wide variety of people, and after class when you introduced the research topic all I could think of were people I would want to research. Both of my roommates are African American and grew up in Provo; they have some of the most interesting ways that they feel different. My best friend is Native American and grew up on the Navajo Reservation. My sister is six two, and has always felt out of place because of her height. Then I really would love to hear Emit’s life, Jennifer, Michael, Abe… I am sure that the actual research project would be organized and I could not just have a party with all of my friends, but that makes me all the more excited to be apart of the research. I want to know how other people handle their insecurities and what makes people feel different.
This research not only interests me, but I feel that I would be a positive and strong contributor to the research team. I would be willing to learn how to interview, enter in data, edit, because I want to learn and discover with a group of people who are interested in similar topics that I am. I believe that this would be the opportunity not only to learn more personally but to be apart of a team and group of people learning and growing together.
Monday, July 25, 2011
Rel assignment #9
Joy Marie Prior
Religion C 261 - Sister Kelly Summers
Assignment #9 - Vital Records, Civil Registration & Church Records – 40 pts
Use FamilySearch.org and Wiki.FamilySearch.org to locate information about Vital Records in one area. Choose a locality in which a vital event occurred for your ancestor. Example: birth, marriage or death.
U.S. Research
1 - Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “vital records”.
I began to search for specifically vital records in Salt Lake City, because that is were my ancestors moved to when they came to America. To feed my own curiosity I searched through some of the film records for my ancestors in Sweden. I did not do the entire assignment on international research but I found a few interesting places that I could eventually go to.
1 – Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “civil registration”.
I really wanted to find vital records in Sweden for one of my ancestors in the family I have chosen to research. I did not find an icon that was specifically “vital records” but I did find films that were for immigration and emigration. I also found a few church records that might have my ancestors’ names on them.
Location Event/record Dates Description Film Number Retrieve
Sweden, Jönköping Immigration and Emigration Index 1869, 1874-1895, 1860-1895 Personregister till SCB:s nominativa förteckningar Jönköpings län, invandrare 1869,1874-1895, utvandrare 1860-1895 1703139 FHL INTL Film
Sweden, Jönköping Church Records 1856-1859 Protokoll 150118 FHL INTL Film
Sweden, Jönköping Church Records 1859-1860 Protokoll 150119 FHL INTL Film
Sweden, Skaraborg emigration 1877 Emigrantlistor 83141 Items 4-5 FHL INTL Film
Sweden, Skaraborg emigration 1875 Emigrantlistor 83133 Item 4 FHL INTL Film
Sweden, Halland, Ljungby Church records 1852-1870 Kyrkoböcker 400374 FHL INTL Film
Sweden, Halland, Ljungby Church records 1871-1892 Kyrkoböcker 1043253 Item 1 FHL INTL Film
USA, Utah, Salt Lake City birth 1898-1900 Register of births at Union and Sandy, Salt Lake County, Utah, 1898-1900 1597688 Item 16 FHL US/CAN Film
USA, Utah, Salt Lake City birth 1886-1902 Births 1886-1902, attended by Mary Catherine Smith Shipp, Obstetrician of Draper, Utah 194376 FHL US/CAN Film
USA, Utah, Salt Lake City death 1938 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26571 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1945 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26578 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1918-1919 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26559 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1883 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1889 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1908-1910 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26555 FHL US/CAN Film
Spanish Fork, Utah, Utah death Prior to 1922 Pioneers buried in Spanish Fork City 164644 FHL US/CAN Film
2 - Locate information on how to order vital records from your state. Mention which year vital records were recorded on a state level. Include the address.
According to family search, “You can order microfilms through your nearest family history center. You can also use the microfilms, books, and other items at the Family History Library in Salt Lake City, Utah, USA. To order a microfilm, you need to know the microfilm number. Again, to obtain the microfilm number, see the Film Notes section. Before ordering microfilms or microfiche, please check the Notes field. Any restrictions on the use of the item will be mentioned there.” The dates that the vital records that I would like to obtain are recorded in the chart above.
Some of the vital records that I am searching for would not be found in the State Utah, but as a territory. Because many of the vital events of my ancestors lives were in the late 1800s they would be classified as a territory. “The library has some territorial vital records on compact disc for the 1800s to 1906. This index contains birth, marriage, guardianship, naturalization, divorce records and wills. The territory includes Utah, Arizona, Colorado, Idaho, Nevada, Wyoming, and Indian territory. Sources include Deseret News notices of vital records, marriages performed by justices of the peace, Methodist marriages, and records of The Church of Jesus Christ of Latter-day Saints records.”
Although state births and deaths did not begin to be registered until 1905 the webpage on wiki.Familysearch.org said that an individual born before 1905 could have received a delayed birth certificate and that would be in the Utah State Archives and Records Service. Some counties kept earlier records, and I assume that Salt Lake was among them most kept entries of births and deaths by 1898 when it became a state law. The death records from 1898-1905 have all been indexed except Salt Lake County, but I can still use the Spanish Fork records.
Most of my ancestors lived in Salt Lake County and the birth records from 1898-1905 along with registered deaths from 1897-1905 but do not included Salt Lake City but only the county so I do not know if these records will be useful to me.
Civil registration of marriage was not required in Utah until 1887; about ten years after Carl and Hulda were married. I can look at Salt Lake City county marriages in Utah Territory 1850-1884 that were published from the Deseret News 1850-1872 and compiled by Judeth W. Hansen and Norma Lundberg.
3 – Include an explanation of your findings.
I found that it is important to know if I am looking at a territory, county, or state record. I realized the importance of knowing the location of your ancestors. It also made me aware of how important it is it to know the absolute location and not simply the general location. The boundaries were changing, and I had to use different dates to know when the boundaries would be considered what.
4 – If available, find a vital record for your ancestor from the “Historical Records” collection, at FamilySearch.org bring it to class.
Religion C 261 - Sister Kelly Summers
Assignment #9 - Vital Records, Civil Registration & Church Records – 40 pts
Use FamilySearch.org and Wiki.FamilySearch.org to locate information about Vital Records in one area. Choose a locality in which a vital event occurred for your ancestor. Example: birth, marriage or death.
U.S. Research
1 - Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “vital records”.
I began to search for specifically vital records in Salt Lake City, because that is were my ancestors moved to when they came to America. To feed my own curiosity I searched through some of the film records for my ancestors in Sweden. I did not do the entire assignment on international research but I found a few interesting places that I could eventually go to.
1 – Search the Library Catalog found at FamilySearch.org
Make a list of possible films (include film numbers) that could give you a vital event date. These films would be found under a “place search” then “civil registration”.
I really wanted to find vital records in Sweden for one of my ancestors in the family I have chosen to research. I did not find an icon that was specifically “vital records” but I did find films that were for immigration and emigration. I also found a few church records that might have my ancestors’ names on them.
Location Event/record Dates Description Film Number Retrieve
Sweden, Jönköping Immigration and Emigration Index 1869, 1874-1895, 1860-1895 Personregister till SCB:s nominativa förteckningar Jönköpings län, invandrare 1869,1874-1895, utvandrare 1860-1895 1703139 FHL INTL Film
Sweden, Jönköping Church Records 1856-1859 Protokoll 150118 FHL INTL Film
Sweden, Jönköping Church Records 1859-1860 Protokoll 150119 FHL INTL Film
Sweden, Skaraborg emigration 1877 Emigrantlistor 83141 Items 4-5 FHL INTL Film
Sweden, Skaraborg emigration 1875 Emigrantlistor 83133 Item 4 FHL INTL Film
Sweden, Halland, Ljungby Church records 1852-1870 Kyrkoböcker 400374 FHL INTL Film
Sweden, Halland, Ljungby Church records 1871-1892 Kyrkoböcker 1043253 Item 1 FHL INTL Film
USA, Utah, Salt Lake City birth 1898-1900 Register of births at Union and Sandy, Salt Lake County, Utah, 1898-1900 1597688 Item 16 FHL US/CAN Film
USA, Utah, Salt Lake City birth 1886-1902 Births 1886-1902, attended by Mary Catherine Smith Shipp, Obstetrician of Draper, Utah 194376 FHL US/CAN Film
USA, Utah, Salt Lake City death 1938 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26571 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1945 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26578 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1918-1919 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26559 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1883 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1889 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26553 FHL US/CAN Film
USA, Utah, Salt Lake City Death 1908-1910 Death records of Salt Lake City, Utah, 1848 - Sept. 1950 26555 FHL US/CAN Film
Spanish Fork, Utah, Utah death Prior to 1922 Pioneers buried in Spanish Fork City 164644 FHL US/CAN Film
2 - Locate information on how to order vital records from your state. Mention which year vital records were recorded on a state level. Include the address.
According to family search, “You can order microfilms through your nearest family history center. You can also use the microfilms, books, and other items at the Family History Library in Salt Lake City, Utah, USA. To order a microfilm, you need to know the microfilm number. Again, to obtain the microfilm number, see the Film Notes section. Before ordering microfilms or microfiche, please check the Notes field. Any restrictions on the use of the item will be mentioned there.” The dates that the vital records that I would like to obtain are recorded in the chart above.
Some of the vital records that I am searching for would not be found in the State Utah, but as a territory. Because many of the vital events of my ancestors lives were in the late 1800s they would be classified as a territory. “The library has some territorial vital records on compact disc for the 1800s to 1906. This index contains birth, marriage, guardianship, naturalization, divorce records and wills. The territory includes Utah, Arizona, Colorado, Idaho, Nevada, Wyoming, and Indian territory. Sources include Deseret News notices of vital records, marriages performed by justices of the peace, Methodist marriages, and records of The Church of Jesus Christ of Latter-day Saints records.”
Although state births and deaths did not begin to be registered until 1905 the webpage on wiki.Familysearch.org said that an individual born before 1905 could have received a delayed birth certificate and that would be in the Utah State Archives and Records Service. Some counties kept earlier records, and I assume that Salt Lake was among them most kept entries of births and deaths by 1898 when it became a state law. The death records from 1898-1905 have all been indexed except Salt Lake County, but I can still use the Spanish Fork records.
Most of my ancestors lived in Salt Lake County and the birth records from 1898-1905 along with registered deaths from 1897-1905 but do not included Salt Lake City but only the county so I do not know if these records will be useful to me.
Civil registration of marriage was not required in Utah until 1887; about ten years after Carl and Hulda were married. I can look at Salt Lake City county marriages in Utah Territory 1850-1884 that were published from the Deseret News 1850-1872 and compiled by Judeth W. Hansen and Norma Lundberg.
3 – Include an explanation of your findings.
I found that it is important to know if I am looking at a territory, county, or state record. I realized the importance of knowing the location of your ancestors. It also made me aware of how important it is it to know the absolute location and not simply the general location. The boundaries were changing, and I had to use different dates to know when the boundaries would be considered what.
4 – If available, find a vital record for your ancestor from the “Historical Records” collection, at FamilySearch.org bring it to class.
Religion Assignment #13
Joy Marie Prior
Religion C 261 - Sister Kelly Summers
Assignment #13 – Family History Project – 60 pts
You may devote 6 hours to any family history project relating to indexing, temple attendance, creating a Book of Remembrance, etc. Any project is acceptable as long as there is a connection to family or temple. This project should take a minimum of 6 hours to complete.
Submit a written explanation of your project and how you spent your 6 hours. This project is due the last day of class.
For my six hour assignment I read a bibliography for one of my ancestors. I read a little throughout the semester and finished the book on the 24 of July. It is over 400 pages, and filled with the life, loves, and hardships of Carl A. Carlquist. I read an average of one page per minute and so I know that it took me a minimum of 6 hours to finish the entire book. While I read I feel in love with my ancestors, and would walk around my house reading some passages out loud to anyone who would listen. I still find it almost unbelievable that the book was about someone related to me. There were chapters that made me want to cry, and parts were I laughed out loud. Throughout the book there were pictures, poems, and news clippings.
I admired how much Carl loved his wife, and how much she loved him. Their lives seemed more like an adventure than a bibliography. Carl was born illegitimately and meet and became engaged to Hulda while serving his first mission. They both immigrated to America, had business failures and successes, worked hard to support Carl on his missions for the Church of Jesus Christ of Latter Day Saints, cried at the deaths of their children, welcomed Swedish immigrants into their home, baked bread, and loved life, each other, and God. When I closed the book and put it away on my night stand I was overwhelmed to think that all lives are intricately filled by the hopes and dreams of the one living it.
Religion C 261 - Sister Kelly Summers
Assignment #13 – Family History Project – 60 pts
You may devote 6 hours to any family history project relating to indexing, temple attendance, creating a Book of Remembrance, etc. Any project is acceptable as long as there is a connection to family or temple. This project should take a minimum of 6 hours to complete.
Submit a written explanation of your project and how you spent your 6 hours. This project is due the last day of class.
For my six hour assignment I read a bibliography for one of my ancestors. I read a little throughout the semester and finished the book on the 24 of July. It is over 400 pages, and filled with the life, loves, and hardships of Carl A. Carlquist. I read an average of one page per minute and so I know that it took me a minimum of 6 hours to finish the entire book. While I read I feel in love with my ancestors, and would walk around my house reading some passages out loud to anyone who would listen. I still find it almost unbelievable that the book was about someone related to me. There were chapters that made me want to cry, and parts were I laughed out loud. Throughout the book there were pictures, poems, and news clippings.
I admired how much Carl loved his wife, and how much she loved him. Their lives seemed more like an adventure than a bibliography. Carl was born illegitimately and meet and became engaged to Hulda while serving his first mission. They both immigrated to America, had business failures and successes, worked hard to support Carl on his missions for the Church of Jesus Christ of Latter Day Saints, cried at the deaths of their children, welcomed Swedish immigrants into their home, baked bread, and loved life, each other, and God. When I closed the book and put it away on my night stand I was overwhelmed to think that all lives are intricately filled by the hopes and dreams of the one living it.
Saturday, July 23, 2011
SFL 290 article review of Faith and unfaithfulness: Can praying for your partner reduce infidelity
Article Evaluation Due Tuesday 26
Faith and unfaithfulness: Can praying for your partner reduce infidelity
Joy Marie Prior
SFL 290
Introduction
(a) What was the purpose of the study? Study 1 To investigate whether prayer for the partner would influence the willingness to engage in extra dyadic romantic behavior that might produce hurt for the partner (e.g. infidelity). Study 2 An experimental design using self report that targeted the impact of prayer on infidelity, unlike study 1 this introduced an undirected prayer condition to control of the possible effects of any form of prayer. Study 3 This study build upon study 2 and introduced objective observes to report on the randomly assigned participants in the experiment commitment to their romantic partner.
Was it stated clearly? The purpose was stated clearly at the end of the review of the literature.
Is there a rationale presented for why the study is important? The relational was presented, because the author discussed how prayer has been viewed in social science, prayer in general, and hypothesized and correlations between prayer and relationships. After, the article discussed infidelity in dating relationships. This was important because it introduced the variables of the study, and why they are important in relationships and society.
(b) Did the review of literature relate to the study's purpose? the literature review was relevant because it introduced the reader to how prayer has been viewed and studied in the social sciences. The review gave the reader a clearer understand of what other studies and what ethical reasons would limit a true experiment on prayer in relationships. Besides discussing prayer in the social science the literature review discussed prayer in the religion.
Were the references cited recent (within 10 years of the article being published)? The references were cited, but a few were not within 10 years of the article being published. There were a few cited references that were from the 90’s and even from the 80’s.
(c) What were the research hypotheses and were they stated clearly? Study 1: The subjects randomly assigned to pray each day for the partner for four weeks would show lower levels of infidelity at the end of the four weeks than subjects assigned to pray in general, to focus on positive partner qualities, or to a neutral activity. Study 2: By believing that the relationship was sacred would mediate the relationship between infidelity and prayer. Study 3: The participants who had prayed for their partner for the four weeks would rate as more committed to their partner by objective observers than the control participants.
Do they present a clear association between the variables? All of the studies related to infidelity and prayer Study 1 there was lots of relation to infidelity and prayer but little related to why relationship satisfaction should be used to control for infidelity and prayer Study 2 There were many references that clarified why there were so many control groups in the study. Study 3 This study tried to over come the restrictions of self report by having observation; the references did not discuses what “observed” characteristics of infidelity could be.
Are they related to the review of literature? Prayer was mentioned several times throughout the review of the literature, but specifically the control variables for prayer were mentioned. The literature discussed the reasons why the different control groups were organized including simply becoming viewing the relationship as holly and that prayer simply makes one more aware of their personal moral compass. It also discussed infidelity and why this would be a relevant element to measure in the strength of a relationship. Although, the review of the literature did not specify why in Study 3 the objective observers would be looking for the commitment to partner, and how this relates to infidelity or what communications and infidelity have in common.
Methods
(d) What type of sampling method was used? Study 1 Convenience Sample? it was not specifically mentioned though. Study 2 Convenience Sample: it was not specifically mentioned though. Study 3 Convenience Sampling? it was not specifically mentioned though.
If no sampling method is specified, what type of sampling do you think they used? Study 1 I believe that the professors and research team used volunteered students from their classes to get course credit; Convenience Sampling. Study 2 The participants in the first study were asked the level of prayer they participate in and then the students who prayed at least minimally were asked to participate in study 2 for extra credit. Study 3 I assume that some of the students in the professors class were asked if they wanted to be in a study by their professor and if they did they would receive extra credit.
Is it clear where the sample comes from and how it was selected? Study 1 It is unclear how the sample was selected, and it appears that the sample came from the same university that published the article but this information is also not specified. It is specified that the sample came from a large university in Southeast in a semi-urban setting. Study 2 It appears just as in study 1 that the sample came from the university, but it does not state how the sample was selected. The student’s could have been in the previous study or they could have all been asked to participate who were walking to class that day. Study 3 The sample came from a selected university, and it was from students who had been in the previous two studies and wanted extra credit.
(e) What are some characteristics of the sample participants? Study 1 The majority of the sample size was overwhelmingly females. The age range was 17 to 29, and the age median was 19. All reported being in a romantic relationship. Study 2 About 89% of the participants were female and they came from a large public university. Each were selected because they were currently in a romantic relationship and they were currently praying. Study 3 The age range was from 18 to 32 and the median age was 19; from this I am assuming that 32 was an outlier for the ages.
How many people were in the sample for each study? Study 1 375 Study 2 83 Study 3 23
What sample characteristics did the author describe (i.e. what information was given about participants)? Study 1 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast. Study 2 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast, and the age range was from 18 to 34 with a median of 19. From this assume that 34 was an outlier age in the data. Study 3 In this study only those participants that reported being comfortable with prayer were asked to participate
Was the sample described adequately (i.e. what additional information could have been given to help better describe the sample)? Study 1 The sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. Study 2 sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. I would have liked to know what minimum amount of prayer was defined as though. Study 3 From the previous studies we learned that there was a dominate amount of female participants, but this study does not state how many females were in the study and how many males… it is an odd number so either males or females must have appeared more.
(f) Is it clear how the study was conducted (i.e. what procedures were explained)? Yes
Were the procedures explained in enough detail that YOU could go do the study)? Study 1 I could do by simply making the same test, but I did not know if there was a pretest or if I asked the questions to both partners or only one of the partners. Study 2 I understood the procedure and could make the questionnaire myself. Although, the article did not specify how the subjects were randomly assigned. I wondered if there was a “due” date for the online log or if the subjects simply entered the information at least 2 times a week when ever they felt like it. Study 3 I could do the study, but I think that it would be important to have the coders trained by either the same person or to the exact same standard as the coders used in this particular study because they had a high inter-rater reliability and it would be important to the results of my study that my coders perceived the same levels of infidelity.
What did they explain well? Study 1 the measurements were explained really well to the point that if I wanted to I could use the exact same measuring system in my own experiment. Study 2 The questioner was explained well, but I really appreciated knowing how each of the different groups were trained if you will for the study. The prayer group was given an example of the type of prayer they were asked to give. Study 3 How the subjects were suppose to participate was explained well, and the subjects were trained well so that they tried to eliminate lurking variables and make the conditions as equal as possible.
What could have been explained better? What was the descriptive statistics for Infidelity? Study 1 In the Prayer for Partner, and Relationship Satisfaction the coefficient alpha and the correlation were given, but not for infidelity. What were the levels of infidelity? Study 2 An example prayer for the group that was simply asked to pray for their partner. Study 3 I would have liked to know a little more about the video taping process and how long the videotape was and what questions were asked during the video taping duration.
(g) What were the independent and dependent variables studied? Study 1 The independent variable was prayer for partner and the dependent variable was infidelity and relationship satisfaction. With relationship satisfaction acting as a control. Study 2 The independent variable was prayer for partner and the dependent variables were Infidelity (thoughts and acts), Infidelity acts, and perception of a sanctified relationship. Study 3 the independent variables were the prayer for partner the dependent variables was infidelity that was measured by the trained observers that rated commitment to partner on a scale from one to seven.
What level of measurement was used for each of the independent and dependent variables (categorical or continuous)? Study 1 The independent variable was measured categorically by prayer for partner. The dependent variable were continuous. Study 2 The independent variable was continuous. The dependent variables were continuous. Study 3 The independent variable was categorical while the dependent variable was continuous.
o Hint: sometimes looking at the statistical analysis that was used will help you to figure out the level of measurement of the independent and dependent variables.
(h) What measures/instruments were used to measure the independent and dependent variables? Study 1 the measures were all self report. The independent variable was continuous by a five point scale that measured frequency of actions. The dependent variable of Infidelity was a response that asked if the subject simply had or had not participated in infidel acts with someone other than their romantic partner. Relationship satisfaction was measured by a four item on a six point scale. Study 2 All were self report. Infidelity was measured with a 9-item scale that asked them about their relationship to and level of attraction to someone other than their romantic partner. Infidelity acts measured on a scale how participants behaved around a person they were attracted to. The perception of sanctified relationship was measured by a 2-item scale. Study 3 The groups were assigned and categorical, but the level of commitment was on a interval scale from 1 to 7.
How were they described? Study 1 they were described by the levels that each number represented and what questions were specifically asked. Study 2 They were interval, because it was on a scale of how the subject felt about a particular person and the numbers had significance because they went from lowest to highest and the author had to explain what the values signified. Study 3 The scores were interval because the author told us what the values for each number were and how they ranged; the lower the score the less committed the couple while the higher the score the more committed that couple appeared to be.
Were they adequately described (i.e. did they provide enough information that you know what the measure assessed, where it can be found, sample items included, how to score it, and information about reliability and validity)? Study 1 I was able to create the questions and understood what the various levels signified, although because of external validity I do not know if relationship satisfaction would be measured and considered the same be a population in a different social context. Study 2 I did not know all of the specific questions asked but I knew were the questionnaires came from and why the researchers chose those scales. Study 3 I did not know how long the video type was or if the person asking questions was the objective observers or another party. I did have enough information though that I understood what was being assessed.
Results & Discussion
(i) In discussing the results, what conclusions were drawn and were they appropriate (i.e. in the discussion were the results related to the research questions/hypotheses and the review of literature)? Study 1 The results were not only given, but they were analyzed. The study controlled for relationship satisfaction and found that there was not a statistically significant influence. It also controlled for relationship length, and relationship status (which was not specified as to what this meant, but I assumed it meant dating or married). Study 2 The study explained not only what the results were but that they eliminated some of the subjects in prayer group because they were praying for their partner. It was interesting to see how these subjects changed the results. The authors noted how each of the groups did and why (from the reference articles) the authors analyzed the data and why the researchers felt that not including the data of the participants who prayed for their partner consistently in the group asked to pray was justified. Study 3 The results were simple and did not included all of the statistics of the controlled groups.
Is the discussion of the results consistent with the actual results? Study 1 The author stays true to the results and notes that study 1 could only obtain a correlation between prayer and infidelity not a causation. Study 2 The discussion used the statistically significant results to make conclusions and implications about the prayer for partner did make a difference over the other control variables. Study 3 The discussion notes that the study results were not significant and that although it appears that the subjects asked to pray for their partner had less infidelity and praying for partner might have an effect but not a significant effect.
Do the authors stray too far from the actual results when speculating about implications of the results? Study 1 The author stayed within the premise of the results and noted that it was unclear in this study if specifically praying for partner decrease infidelity or if people who chose to pray for their partner have characteristics that would make them more faithful. Study 2 The author’s used what was considered statistically significant and made their implications based on the results in the study. They also noted that the study was based on self reports and that these self reports could inaccurately depict infidelity. Study 3 The author does say that the effects of praying for one’s partner is apparent to objective observers although after wards the author states that these results are not statistically significant.
(j) Your general evaluation of the strengths and weaknesses of the study. Was it clearly written and understandable? Study 1 I was able to follow the study, but I because of the lectures in class I am familiar with the study and believe that this familiarity helped me to understand it clearly. Study 2 Same as study 1. Study 3 Same as study 1.
Other
If you believe any of the above issues have not been addressed, be sure to tell me that, too.
Please do not try to make up components that are not in the article. For example, if there are no hypotheses, just state that.
For each article evaluation you are required to do an evaluation of the participation of group members (Group evaluation form available on Blackboard under Assignments).
o Group members who receive low evaluations will receive fewer points.
o If you do not hand in a group evaluation form on the day the article evaluation is due, you will be docked one point on this assignment.
o If you do not participate as part of a group for this assignment, you will also receive fewer points.
Faith and unfaithfulness: Can praying for your partner reduce infidelity
Joy Marie Prior
SFL 290
Introduction
(a) What was the purpose of the study? Study 1 To investigate whether prayer for the partner would influence the willingness to engage in extra dyadic romantic behavior that might produce hurt for the partner (e.g. infidelity). Study 2 An experimental design using self report that targeted the impact of prayer on infidelity, unlike study 1 this introduced an undirected prayer condition to control of the possible effects of any form of prayer. Study 3 This study build upon study 2 and introduced objective observes to report on the randomly assigned participants in the experiment commitment to their romantic partner.
Was it stated clearly? The purpose was stated clearly at the end of the review of the literature.
Is there a rationale presented for why the study is important? The relational was presented, because the author discussed how prayer has been viewed in social science, prayer in general, and hypothesized and correlations between prayer and relationships. After, the article discussed infidelity in dating relationships. This was important because it introduced the variables of the study, and why they are important in relationships and society.
(b) Did the review of literature relate to the study's purpose? the literature review was relevant because it introduced the reader to how prayer has been viewed and studied in the social sciences. The review gave the reader a clearer understand of what other studies and what ethical reasons would limit a true experiment on prayer in relationships. Besides discussing prayer in the social science the literature review discussed prayer in the religion.
Were the references cited recent (within 10 years of the article being published)? The references were cited, but a few were not within 10 years of the article being published. There were a few cited references that were from the 90’s and even from the 80’s.
(c) What were the research hypotheses and were they stated clearly? Study 1: The subjects randomly assigned to pray each day for the partner for four weeks would show lower levels of infidelity at the end of the four weeks than subjects assigned to pray in general, to focus on positive partner qualities, or to a neutral activity. Study 2: By believing that the relationship was sacred would mediate the relationship between infidelity and prayer. Study 3: The participants who had prayed for their partner for the four weeks would rate as more committed to their partner by objective observers than the control participants.
Do they present a clear association between the variables? All of the studies related to infidelity and prayer Study 1 there was lots of relation to infidelity and prayer but little related to why relationship satisfaction should be used to control for infidelity and prayer Study 2 There were many references that clarified why there were so many control groups in the study. Study 3 This study tried to over come the restrictions of self report by having observation; the references did not discuses what “observed” characteristics of infidelity could be.
Are they related to the review of literature? Prayer was mentioned several times throughout the review of the literature, but specifically the control variables for prayer were mentioned. The literature discussed the reasons why the different control groups were organized including simply becoming viewing the relationship as holly and that prayer simply makes one more aware of their personal moral compass. It also discussed infidelity and why this would be a relevant element to measure in the strength of a relationship. Although, the review of the literature did not specify why in Study 3 the objective observers would be looking for the commitment to partner, and how this relates to infidelity or what communications and infidelity have in common.
Methods
(d) What type of sampling method was used? Study 1 Convenience Sample? it was not specifically mentioned though. Study 2 Convenience Sample: it was not specifically mentioned though. Study 3 Convenience Sampling? it was not specifically mentioned though.
If no sampling method is specified, what type of sampling do you think they used? Study 1 I believe that the professors and research team used volunteered students from their classes to get course credit; Convenience Sampling. Study 2 The participants in the first study were asked the level of prayer they participate in and then the students who prayed at least minimally were asked to participate in study 2 for extra credit. Study 3 I assume that some of the students in the professors class were asked if they wanted to be in a study by their professor and if they did they would receive extra credit.
Is it clear where the sample comes from and how it was selected? Study 1 It is unclear how the sample was selected, and it appears that the sample came from the same university that published the article but this information is also not specified. It is specified that the sample came from a large university in Southeast in a semi-urban setting. Study 2 It appears just as in study 1 that the sample came from the university, but it does not state how the sample was selected. The student’s could have been in the previous study or they could have all been asked to participate who were walking to class that day. Study 3 The sample came from a selected university, and it was from students who had been in the previous two studies and wanted extra credit.
(e) What are some characteristics of the sample participants? Study 1 The majority of the sample size was overwhelmingly females. The age range was 17 to 29, and the age median was 19. All reported being in a romantic relationship. Study 2 About 89% of the participants were female and they came from a large public university. Each were selected because they were currently in a romantic relationship and they were currently praying. Study 3 The age range was from 18 to 32 and the median age was 19; from this I am assuming that 32 was an outlier for the ages.
How many people were in the sample for each study? Study 1 375 Study 2 83 Study 3 23
What sample characteristics did the author describe (i.e. what information was given about participants)? Study 1 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast. Study 2 they were undergraduate students at a large public university. They were living in a semi-urban lifestyle in the Southeast, and the age range was from 18 to 34 with a median of 19. From this assume that 34 was an outlier age in the data. Study 3 In this study only those participants that reported being comfortable with prayer were asked to participate
Was the sample described adequately (i.e. what additional information could have been given to help better describe the sample)? Study 1 The sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. Study 2 sample size was described adequately because the reader understood who was in the sample and general characteristics about the participants. I would have liked to know what minimum amount of prayer was defined as though. Study 3 From the previous studies we learned that there was a dominate amount of female participants, but this study does not state how many females were in the study and how many males… it is an odd number so either males or females must have appeared more.
(f) Is it clear how the study was conducted (i.e. what procedures were explained)? Yes
Were the procedures explained in enough detail that YOU could go do the study)? Study 1 I could do by simply making the same test, but I did not know if there was a pretest or if I asked the questions to both partners or only one of the partners. Study 2 I understood the procedure and could make the questionnaire myself. Although, the article did not specify how the subjects were randomly assigned. I wondered if there was a “due” date for the online log or if the subjects simply entered the information at least 2 times a week when ever they felt like it. Study 3 I could do the study, but I think that it would be important to have the coders trained by either the same person or to the exact same standard as the coders used in this particular study because they had a high inter-rater reliability and it would be important to the results of my study that my coders perceived the same levels of infidelity.
What did they explain well? Study 1 the measurements were explained really well to the point that if I wanted to I could use the exact same measuring system in my own experiment. Study 2 The questioner was explained well, but I really appreciated knowing how each of the different groups were trained if you will for the study. The prayer group was given an example of the type of prayer they were asked to give. Study 3 How the subjects were suppose to participate was explained well, and the subjects were trained well so that they tried to eliminate lurking variables and make the conditions as equal as possible.
What could have been explained better? What was the descriptive statistics for Infidelity? Study 1 In the Prayer for Partner, and Relationship Satisfaction the coefficient alpha and the correlation were given, but not for infidelity. What were the levels of infidelity? Study 2 An example prayer for the group that was simply asked to pray for their partner. Study 3 I would have liked to know a little more about the video taping process and how long the videotape was and what questions were asked during the video taping duration.
(g) What were the independent and dependent variables studied? Study 1 The independent variable was prayer for partner and the dependent variable was infidelity and relationship satisfaction. With relationship satisfaction acting as a control. Study 2 The independent variable was prayer for partner and the dependent variables were Infidelity (thoughts and acts), Infidelity acts, and perception of a sanctified relationship. Study 3 the independent variables were the prayer for partner the dependent variables was infidelity that was measured by the trained observers that rated commitment to partner on a scale from one to seven.
What level of measurement was used for each of the independent and dependent variables (categorical or continuous)? Study 1 The independent variable was measured categorically by prayer for partner. The dependent variable were continuous. Study 2 The independent variable was continuous. The dependent variables were continuous. Study 3 The independent variable was categorical while the dependent variable was continuous.
o Hint: sometimes looking at the statistical analysis that was used will help you to figure out the level of measurement of the independent and dependent variables.
(h) What measures/instruments were used to measure the independent and dependent variables? Study 1 the measures were all self report. The independent variable was continuous by a five point scale that measured frequency of actions. The dependent variable of Infidelity was a response that asked if the subject simply had or had not participated in infidel acts with someone other than their romantic partner. Relationship satisfaction was measured by a four item on a six point scale. Study 2 All were self report. Infidelity was measured with a 9-item scale that asked them about their relationship to and level of attraction to someone other than their romantic partner. Infidelity acts measured on a scale how participants behaved around a person they were attracted to. The perception of sanctified relationship was measured by a 2-item scale. Study 3 The groups were assigned and categorical, but the level of commitment was on a interval scale from 1 to 7.
How were they described? Study 1 they were described by the levels that each number represented and what questions were specifically asked. Study 2 They were interval, because it was on a scale of how the subject felt about a particular person and the numbers had significance because they went from lowest to highest and the author had to explain what the values signified. Study 3 The scores were interval because the author told us what the values for each number were and how they ranged; the lower the score the less committed the couple while the higher the score the more committed that couple appeared to be.
Were they adequately described (i.e. did they provide enough information that you know what the measure assessed, where it can be found, sample items included, how to score it, and information about reliability and validity)? Study 1 I was able to create the questions and understood what the various levels signified, although because of external validity I do not know if relationship satisfaction would be measured and considered the same be a population in a different social context. Study 2 I did not know all of the specific questions asked but I knew were the questionnaires came from and why the researchers chose those scales. Study 3 I did not know how long the video type was or if the person asking questions was the objective observers or another party. I did have enough information though that I understood what was being assessed.
Results & Discussion
(i) In discussing the results, what conclusions were drawn and were they appropriate (i.e. in the discussion were the results related to the research questions/hypotheses and the review of literature)? Study 1 The results were not only given, but they were analyzed. The study controlled for relationship satisfaction and found that there was not a statistically significant influence. It also controlled for relationship length, and relationship status (which was not specified as to what this meant, but I assumed it meant dating or married). Study 2 The study explained not only what the results were but that they eliminated some of the subjects in prayer group because they were praying for their partner. It was interesting to see how these subjects changed the results. The authors noted how each of the groups did and why (from the reference articles) the authors analyzed the data and why the researchers felt that not including the data of the participants who prayed for their partner consistently in the group asked to pray was justified. Study 3 The results were simple and did not included all of the statistics of the controlled groups.
Is the discussion of the results consistent with the actual results? Study 1 The author stays true to the results and notes that study 1 could only obtain a correlation between prayer and infidelity not a causation. Study 2 The discussion used the statistically significant results to make conclusions and implications about the prayer for partner did make a difference over the other control variables. Study 3 The discussion notes that the study results were not significant and that although it appears that the subjects asked to pray for their partner had less infidelity and praying for partner might have an effect but not a significant effect.
Do the authors stray too far from the actual results when speculating about implications of the results? Study 1 The author stayed within the premise of the results and noted that it was unclear in this study if specifically praying for partner decrease infidelity or if people who chose to pray for their partner have characteristics that would make them more faithful. Study 2 The author’s used what was considered statistically significant and made their implications based on the results in the study. They also noted that the study was based on self reports and that these self reports could inaccurately depict infidelity. Study 3 The author does say that the effects of praying for one’s partner is apparent to objective observers although after wards the author states that these results are not statistically significant.
(j) Your general evaluation of the strengths and weaknesses of the study. Was it clearly written and understandable? Study 1 I was able to follow the study, but I because of the lectures in class I am familiar with the study and believe that this familiarity helped me to understand it clearly. Study 2 Same as study 1. Study 3 Same as study 1.
Other
If you believe any of the above issues have not been addressed, be sure to tell me that, too.
Please do not try to make up components that are not in the article. For example, if there are no hypotheses, just state that.
For each article evaluation you are required to do an evaluation of the participation of group members (Group evaluation form available on Blackboard under Assignments).
o Group members who receive low evaluations will receive fewer points.
o If you do not hand in a group evaluation form on the day the article evaluation is due, you will be docked one point on this assignment.
o If you do not participate as part of a group for this assignment, you will also receive fewer points.
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